2017 Punchbowl Boys High School Annual Report · 2018. 4. 13. · Introduction The Annual Report...

Punchbowl Boys High SchoolAnnual Report

2017

8184

Printed on: 13 April, 2018Page 1 of 19 Punchbowl Boys High School 8184 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Punchbowl Boys' High School as an account of theschool's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

In 2017, Punchbowl Boys’ High School (PBHS) engaged all key stakeholders, in discussions about the updated SchoolExcellence Framework and its implications for informing, monitoring and validating our collective journey as a schooltowards educational excellence. Staff were actively engaged during School Development Days and Executive and StaffMeetings, where detailed professional learning on the relationship between the new School Plan(2018–2020) and theupdated School Excellence Framework was delivered. In addition, staff were provided opportunities to thoroughlyexamine the School Plan (2015–2017) to determine the elements of the framework that our school most stronglyaddressed. Our self–assessment analysis provided an important tool for staff reflection to ensure our improvementaligned with high level expectations across the three domains of Learning, Teaching and Leading.

Robert Patruno

(Acting) Principal

School contact details

Punchbowl Boys High SchoolKelly StPunchbowl, 2196www.punchbowlb-h.schools.nsw.edu.aupunchbowlb-h.School@det.nsw.edu.au9708 6122

Message from the Principal

Punchbowl Boys’ High School truly is a community school. In 2017 the school achieved many outstanding results inproviding students with holistic learning and social opportunities. These proactive opportunities allowed the school tooffer many of the learning and social outcomes students require in working towards becoming lifelong learners in a globalsociety.

A key focus for the school this year was to significantly increase the number of school programs available to students.Over the past year the school has increased programs by 825%. This is an outstanding result for all the dedicated hardworking members of the school community. The programs allowed the school to establish strong partnerships andcollaboration with a number of organisations and reinforced the school philosophy of, “ Dream more, Learn more, Domore, Be more.”

I would like to thank all the staff, parents, caregivers, stakeholders, guest speakers and the community for their supportduring 2017. We look forward to building on these relationships in 2018.

These organisations included:

Bankstown District Sports Club

Western Sydney Wanderers Football Club

Together for Humanity

Lebanese Muslin Association

New South Wales Police

Youth Off the Streets


Chester Hill Community Centre

Bankstown Council

MTC Australia

University of New South Wales

Western Sydney University

Canterbury Bankstown Bulldogs

Australian Business Community Network

The programs, highlights and achievements over the past year have included:

Visits by representatives from the University of Western Sydney and University of New South Wales

Year Seven School Camp

SRC Leadership Camp

Australian Community Business Network

Youth rock– The school has one of the top five bands in the State.

PACFEST Dance Program

Close the Gap Day

ANZAC Day

NAIDOC Day Celebrations

Fundraising Events for Charity organisations including Westmead Children’s Hospital

Year 12 Graduation

Christmas celebrations

Iftar dinner

Guest Speaker Program. A number of guest speakers visited the school to present a variety of subjects including settinggoals, building self–esteem and developing positive mindset. Guest Speakers included Former SAS solider and teacherKeith Fennell.

Positive Thinking Day for Stage Five students. The day focused on healthy eating, developing a positive mindset,establishing patterns for success, and building self–esteem.

Inter–Cultural/ Faith visit for Year 10 students with a number of secondary schools.

Police Careers Days– Police discussed a number of career opportunities within the police force.

Police Safety Workshop– Police discussed a number of issues impacting on young people, including cyber safety.

NSW Pilot Program ‘Stronger, Together’. A program developed to establish increased collaboration between youngpeople and Police. The students took part in a number of activities including visiting NSW Water Police Headquarters.

‘Who Am I?’ Goal setting and self–esteem program

Together for Humanity program

A number of students attended Orientation Days across a number of university campuses.

Students took part in a number of excursions to the Opera House, Darling Harbour and Homebush Stadium.


Year Advisors completed professional development in wellbeing programs including “Empower Me!”.

Professional development in creating positive mindset, critical and creative thinking workshops.

Western Sydney Wanderers Football Clinics and 50 students attending the Harmony Round match

Inter Faith and Inter Cultural Understanding workshops

Canterbury Bankstown Bulldogs game

Year 11 Ski Trip

Numerous visits by former Principal Jihad Dib Member for Lakemba and Shadow Minister of Education and Tony Burke,Federal Member for Watson.

Gardening Program

Positive Parenting Program

Staff at the school had the opportunity to complete a number of meetings and professional development workshops tosupport the initiation and establishment of the new School Plan (2018–2020). These days are pivotal in improvingoutcomes for all members of our school community over the next three years.

I would also like to thank the entire school community for their collaboration regarding the new School Plan (2018–2020).The education of our students is a partnership between all key stakeholders in gaining the best possible outcomes forour students.

All members of staff look forward to the implementation of the new school plan as we work towards establishing a schoolcommunity that caters for the academic and social needs of all our students.

The new strategic directions for the School Plan (2018–2020) are:

Engage– Teach– Dream More: A Sharing Learning Community

Educate– Learn– Learn More: A Creative Teaching Culture.

Empower/ Excel– Lead– Do More, Be More: Innovative Leadership

During Semester Two, the school established a Year 12 study area for students. This area is a quiet place for students tocomplete assessment tasks, use textbooks and gain additional support from staff to achieve academic outcomes andimprove their HSC results. It is an exciting open space that promotes quality learning opportunities for students.

I would like to express a huge thank to the staff, students and the entire school community for your efforts over the 2017school year. Punchbowl Boys’ High is a great school with a staff focused on improving outcomes for all students. It was avery busy year, with the school achieving some outstanding educational results due to the commitment of all staff andcommunity. I look forward to 2018 and implementing many of the milestones outlined in the new School Plan.

Message from the school community

The school engaged with parents/caregivers throughout 2017 to determine the directions of the School Plan(2018–2020). Well attended P&C meetings saw the school community express a desire to see increased interactionsbetween the school and community organisations. A goal that was achieved with an 825%increase on programs run in2016. Parents/caregivers were also an integral part of the success of the school iftar dinner, at which over 350 students,staff, parents/caregivers and supporters of the school united to acknowledge and celebrate the cultural life of manystudents and their families. This was replicated in the third annual Christmas dinner in which over 150 students, staff,parents/caregivers and community supporters of the school shared a night of carols and good food as we celebrated thesignificance of Christmas to many of our families. The school looks forward to expanding and strengthening ourpartnerships with all members of our school community in 2018.

Message from the students

2017, in my opinion was a very fruitful year for Punchbowl Boys'. I think the year really showcased the sense ofcommunity here at Punchbowl. I think we saw a lot of community interaction – be it our boys out in the community,representing the school, or having members in the community come into the school to help educate the boys. I think the


year was a massive success for community involvement.

I think staff really out did themselves in 2017 by providing many opportunities for us to take part in, such as excursions,workshops and community events. I believe that programs like Together For Humanity have really allowed for thestudents to be more aware and mature in regards to what the outer community holds for them, and they helped studentsto think rationally about challenging social issues and how to combat them. 2017 really has been a year for communityinteraction and student efficacy.


School background

School vision statement

We inspire our students, teachers, parents and community to:

Dream more in a learning community that supports and encourages learners' aspirations and a strong sense of identityand belonging.

Learn more through a rich and challenging differentiated curriculum, delivered by dedicated teachers and role modelswho engage and motivate learners to achieve their full potential.

Do more with experiences and opportunities that spark curiosity, promote critical thinking and reflect educationalexcellence.

Be more as they become adaptive, resilient, empathetic and creative world citizens.

School context

Punchbowl Boys' High School is a growing comprehensive high school situated in South West Sydney. The school has aculturally diverse student population with 99.6% of the boys being from language backgrounds other than English(LBOTE), being predominately Arabic, Pacific Islander and West African.

Key programs that have been established at the school to meet the diverse learning and social needs of our studentsinclude: the implementation of Positive Behaviour Intervention Support (PBIS) that values Respectful, Responsible, andSafe Learners, Student Representative Council (SRC), Leadership Programs, Debating Programs, Year 11 LeadershipSki Camp and the Year 7 Induction program. Additionally, key areas of focus include: high growth in literacy andnumeracy outcomes in NAPLAN, HSC results that demonstrate increases in student performance in the higher bands ofachievement, whole school curriculum that is embedded with strategies that promote quality teaching and engagedlearners, quality assessment informing all teaching and learning programs and maximising student attendance throughstrategic student wellbeing support strategies.

The school is a leader in promoting educational community partnerships, boys education and also in providing a safe andchallenging learning environment valuing academic achievement, equity, respect and citizenship. The mission ofPunchbowl Boys' High School is for all students to be engaged in 21st century learning, design thinking and achieveacademic and/or vocational success.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In the domain of Learning, the evaluation team has assessed the school as Delivering. The school community shares acommitment to see every student make continuous improvement in their learning and social outcomes. The schoolprovides extensive wellbeing programs that prepare students for transition between stages of schooling and forpost–school destinations. These programs make use of the extensive community contacts the school consolidated andestablished through the year. Reporting outcomes are constantly improving across the school and parents/caregivers arekept well informed of the progress of their children. Areas for further development in 2018 have been identified to target


as identifying strategies to support increased achievement in NAPLAN and consolidating consistent practises forassessment across the school.

In the domain of Teaching, the Evaluation Team has assessed the school as Delivering. Professional Learning programsat the school was identified as a strength. The progression towards a greater emphasis on evidence of teacher skilldevelopment tied to the Australian Professional Standards for Teachers will be addressed in 2018. Priorities in the2018–2020 School Plan include a comprehensive review of all Teaching and Learning programs to ensure consistentpractise in delivery, assessment and evaluation of content.

In the domain of Leading, the Evaluation Team has assessed the school as Sustaining and Growing. The school enjoysexceptional support from its community, the planning for and distribution of teaching and financial resources istransparent and collaboratively developed with all stakeholders. Priorities in the School Plan (2018–2020) will see theexpansion of flexible learning spaces across the school, with particular emphasis placed on the delivery of spaces tosupport differentiated instruction and critical and creative thinking.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Creative Learners

Purpose

Our students will graduate from our school as creative, independent thinkers and life–long learners.

They will be equipped to be adaptive, resilient and empathetic citizens and leaders who make a positive contribution totheir community and beyond.

Overall summary of progress

The school collaboratively explored an Elements of Learning and Achievement Framework during 2017 by which allactivities conducted at the school were coordinated towards a common purpose and language that encourages allmembers of the school community to seek continual improvement in learning and social outcomes. The Elements ofLearning and Achievement will be further refined in 2018 prior to its launch. The school created and re–established linkswith key stakeholders and community organisations to support quality learning and social opportunities for all membersof the school community. This was demonstrated across the school, most notably in the number of excursions studentsparticipated in and the highly engaging guest speaker program that ran throughout the year.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

By 2017, evidence from teachingand learning programs,extra–curricular activities andcommunity users will reflect theuse of creative flexible learningspaces developed across theschool.

Year 12 Study Room

–$14, 598

Basketball Courtrefurbishment–$7,667

The school established a Year 12 Study room tosupport and monitor students in the period betweentheir Trial exams and the beginning of the HSCexams. The Basketball court area was alsocompletely refurbished.

Evidence of a strong school widebehaviour system (PBL) whichpromotes core values and ourschool vision.

$1,500 The school evaluated the current Wellbeing Policyand collaboratively developed an Elements ofLearning and Achievement Framework, which willconsistently promote criteria for academic andsocial success in all aspects of school life.

Next Steps

In 2018 the creation of a position of Head Teacher Wellbeing will allow for a centralisation of all wellbeing programs atthe school and ensure all students are accessing opportunities to improve their outcomes. The ‘Empower Me!’ Pro–socialskills program will be explicitly taught to all students and will be the common language staff use to reintegratedisengaged students in the learning process.



Educational Excellence

Purpose

Our school will become a benchmark in educational excellence.

We will realise this through the collaborative and reflective design, delivery and continuous monitoring of a differentiatedcurriculum. The high priority given to evidence–based teaching strategies will ensure every student can achieve their fullpotential.


The executive and wellbeing teams undertook a comprehensive review of the school wellbeing policy and updated it tobetter support students to develop lifelong positive attitudes towards learning. Central to this was the development bystaff of a localised version of the ‘Empower Me!’ Pro–social skills program. Already implemented at a number of schoolsacross the Department of Education, this program will be implemented at the school from 2018 to provide for explicitteaching of learning and social behaviours. It will provide a consistent method to reengage students who have becomedisengaged from their learning.





By 2017, 100% of Year 9students will show growth inLiteracy and Numeracy NAPLANData.

SLSOs–$1,752.38 In Numeracy, over 74% of students met orexceeded their expected growth. In the Domains ofReading and Writing only just over one third ofstudents achieved greater than or equal toexpected growth.

HSC Bands Data reflect anincreasing shift towards thehigher bands.

Edrolo–$5,000 There is evidence of an increasing shift away fromthe lower bands of achievement in several subjects.However, this trend is not replicated consistentlyacross the school.

Improved assessment practicesreflect effective and systematicfeedback procedures across allKey Learning Areas.

Staff collaboratively developed a Homework Policyand Book work Policy that will be launched in 2018.These documents will allow for certainty in theexpectations for bookwork and home study amongstudents and their families.

Curriculum programs andteaching practices across KeyLearning Areas are aligned toeffectively develop theknowledge, understanding andskills of all students.

$1500 The formulation of the seven pillars within theElements of Learning and Achievement Frameworkwill allow for consistency of programing across theschool over the period of the School Plan(2018–2020).

Next Steps

The new school year will provide staff with an opportunity to begin the process of updating their Teaching and Learningprograms to reflect the seven pillars of the Elements of Learning and Achievement Framework that were collaborativelycreated in 2017. A restructuring of the Teaching and Learning faculty and the creation of specialist rooms in whichdifferentiated team teaching can occur will allow for increasingly precise targeted support of students literacy andnumeracy skills.



Innovative Leadership

Purpose

Our school will facilitate the passion and commitment of staff, students, parents and the community to provide innovativeleadership.

Through high expectations, transparent processes, capacity development, the strategic use of resources and a strongemphasis on research and data we will become a transformative force in boys' education.


All teaching staff completed the annual professional development process and ongoing opportunities were provided forstaff at all stages of career development to pursue leadership opportunities within the school.





All staff will produce Performanceand Development Plans inalignment with AustralianProfessional Standards forTeachers and school’s strategicdirections.

$1,000 All staff completed PDPs which were aligned to thestrategic directions of the school and the AustralianProfessional Standards for Teachers.

By 2017, an increase in studentleadership opportunities of which20% of students in each cohortwill participate in a leadershipopportunity on an annuallyrotated basis.

$6,000 All students participated in the guest speakerprogram. These speakers, drawn from a variety ofindustry and life experiences discussed withstudents in open forums how to become a leaderfor themselves, their peers and the community.

By 2017, all Key Learning Areasand school practices are alignedwith the School ExcellenceFramework (baseline to bedetermined in2015).

Staff analysed the School Plan(2015–2017) through the prism of the updatedSchool Excellence Framework. The process ofmapping the school against the descriptors andproviding evidence to justify the classification of theschool as ‘Delivering, Sustaining and Growing orExcelling’ will continue in 2018.

Next Steps

The PDP process will be extended to school administration staff and will have a greater emphasis on the collection andannotation of evidence in preparation for the school eventually undertaking external validation. Student leadershipopportunities will continue to be strengthened with a range of proactive strategies being implemented.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $1,273.00 All students had their Personalised Learningand Support Plan updated in consultation withtheir parents/caregivers.

English language proficiency $28,829.00 The school identified that a limited amount ofin class and withdrawal support wasimpacting on the progress of studentsidentified as EAL/D. The restructuring of theTeaching and Learning faculty will allow for asignificant increase in the support offered in2018. The school will also employ a specialistteacher of EAL/D (0.4) to assist students andmentor staff about the incorporation of EAL/Dstrategies within their classrooms.

Low level adjustment for disability $293,172.00 Evaluation of current PLSPs in 2017 revealedthat they were detailed but at timesincomprehensible to mainstream teachers. Toincrease the amount of collaboration betweenstaff teaching students with a disability,specialist support staff will develop a newtemplate for implementation in 2018.

Socio–economic background $750,721.00 The school restructured the Teaching andLearning Faculty through the course of 2017to increase the amount of support that isoffered to students in 2018. The HeadTeacher Wellbeing position created for 2018from equity funds will have responsibility toreengage students at risk of not meetinglearning and social outcomes in the learningprocess.

Support for beginning teachers $26,900.00 Beginning teachers were provided with aperiod allowance and mentoring in thepreparation of their evidence for accreditationat proficiency with NESA. In 2018 the schoolwill create a beginning teachers coordinator tooversee induction and development of newstaff.

Targeted student support forrefugees and new arrivals

$1,128.00 Identified students had their PersonalisedLearning and Support Plans updated withtheir parents/caregivers. Members of theWellbeing team completed the CommunityAwareness: Building Resilience in theCommunity program and strategies within thistraining will be incorporated into programs fortargeted students in 2018.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 456 479 490 497

Girls 0 0 0 0

In 2017 the positive enrolment trend evident since 2007continued. This reflects not only our strengtheningrelationships with Primary School Partners, butrecognition within the community of the quality holisticeducation the school provides for all students. Themajority of students continue to come from a languagebackground other than English, with over 35 differentlanguage backgrounds represented throughout theharmonious multicultural community of PunchbowlBoys’ High School.

Student attendance profile

School

Year 2014 2015 2016 2017

7 93.9 92.2 87.3 88

8 89.2 88.7 88.5 86.3

9 85.7 86.2 84.6 86.5

10 83 81.2 81.9 84.9

11 88.5 82.3 81.4 80.1

12 82.2 85.6 84.5 81.6

All Years 87.4 86.3 85.1 84.9

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 90.2 89.7 89.7 89.6

Management of non-attendance

Attendance continues to be a focus for the schoolcommunity and a targeted improvement measure in the2018–2020 School Plan. Through our evaluationprocesses the school identified that whole day andpartial absence continued to be behind DoE averagesin 2017. In 2018, the school will pursue a new policy

focused on building greater collaboration betweenstudents, parents/caregivers, the school and HomeSchool Liaison Officers to encourage and supportstudents to be in attendance for every school day.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 7

Employment 8 10 19

TAFE entry 12 5 14

University Entry 0 0 42

Other 0 0 6

Unknown 0 0 12

The success of the school in supporting studentsattaining both learning and social outcomes is evidentin the continuation of majority of graduates of theschool going on to seek further learning opportunitiesafter the completion of their Higher School Certificate.Of the students engaged in further study, the vastmajority have commenced a Bachelor or Diplomadegree at a university or tertiary college.

Year 12 students undertaking vocational or tradetraining

No students undertook external vocational or tradetraining in 2017. Eight students completed a vocationaleducational course in Construction on site at theschool.

Year 12 students attaining HSC or equivalentvocational education qualification

All Year 12 students of the class of 2017 attained theirHigher School Certificate.

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 6

Classroom Teacher(s) 29.7

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1.9

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

7.18

Other Positions 1

*Full Time Equivalent

The school had no staff who identified as Aboriginal in2017.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

In addition to the events delivered internally at staffmeetings and on Staff Development Days, 92 externalProfessional Learning opportunities were attended bystaff over the course of 2017. Total school expenditureon teacher professional learning was $47,893. Thiscomprised of course cost fees and casual salaries toallow staff to attend external courses. School basedStaff Development Days were attended by all staff whoparticipated in mandatory training in the areas of WorkHealth and Safety, Child Protection, Anaphylaxis ande–Emergency Care training. Staff undertook acollaborative and comprehensive review of the2015–2017 School Plan identifying areas ofachievement and areas where further improvementshould still be sought.

This led to the creation of the 2018–2020 School Planand the formulation of new Strategic Directions and

ownership. The pursuit of effective and innovativepedagogies saw staff participate in programs led byexternal providers which explored both engaging waysto teach the creative writing process to students andnew technologies to support instruction in STEMlessons.

Over the course of 2017, two members of staffcompleted the process of accreditation with NESA.From 2018 in accordance with a change in legislation,all established school staff will be maintainingaccreditation at proficiency.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 768,121

Revenue 6,577,593

Appropriation 6,431,810

Sale of Goods and Services 38,218

Grants and Contributions 102,018

Gain and Loss 0

Other Revenue 0

Investment Income 5,547

Expenses -6,503,479

Recurrent Expenses -6,503,479

Employee Related -5,941,971

Operating Expenses -561,508

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

74,114

Balance Carried Forward 842,235

The school’s financial management processes are theresponsibility of the school finance team and arecarried out in accordance with financial policyrequirements. A significant portion of equity fundingwas directed towards additional staffing positions inaccordance with priority areas outlined in the schoolplan. Savings carried forward are for planned additionalstaffing positions and anticipated projects andprocesses to support the Strategic Directions of theSchool Plan (2018–2020).


Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 5,113,995

Base Per Capita 74,885

Base Location 0

Other Base 5,039,110

Equity Total 1,073,995

Equity Aboriginal 1,273

Equity Socio economic 750,721

Equity Language 28,829

Equity Disability 293,172

Targeted Total 1,128

Other Total 103,912

Grand Total 6,293,031

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

In 2017, 84 Year 7 students completed the NAPLANtest(s). In the domains of literacy, comprising thecomponents of reading, writing, spelling, grammar andpunctuation results indicated that student performancecontinues to move away from the lowest band ofachievement but at a rate considerably slower than thestate trend. While a majority of students achievedgreater than predicted improvement in theirperformance between Year 5 and Year 7, expectedstudent growth for all candidates is yet to be achieved.Future directions for the school will be a continued

focus on sustained writing skills, as well as theintroduction of a finite group of reading comprehensionstrategies to be taught across all faculties.

NAPLAN Year9

In Year 9 literacy in 2017, a total of students sat theNAPLAN test(s). In all domains that comprise theLiteracy components of the NAPLAN exam, there wasevidence of a continuing trend of student performancemoving away from the lower bands of achievement,although achievement in the upper bands is yet to becomparable to like schools or the DoE average. Anumber of students attained a higher than expectedgrowth above the NSW DoE state average, althoughnot all students attained their growth target. Writingcontinues to be a focus for the school, in particularemphasis will be given to the development of skills indeveloping and sustaining more elaborate arguments inpersuasive texts.

NAPLAN Year 7 – Numeracy

In the domain of Numeracy, the transition away fromthe bottom bands of achievement was morepronounced and a greater number of studentsexceeded their predicted growth. An item analysis hasrevealed that an ongoing focus will be the incorporationof mathematical skills into real world written problems.

NAPLAN Year 9 – Numeracy

In the domain of Numeracy, there was a pronouncedimprovement in the reduction of students scoring in thelowest band and students achieved greater thanexpected growth at a rate 9.4% higher than the NSWDoE average growth.

Percentage in Bands:Year 9 - Numeracy

Band 5 6 7 8 9 10

Percentage of students 1.1 31.1 38.9 24.4 4.4 0.0

School avg 2015-2017 5.9 36.3 39.9 14.4 3.0 0.4

Further information about the performance of theschool in external examinations can be viewed at theMy School website– https://myschool.edu.au/

Schools are required to report, the percentage ofstudents whose performance in NAPLAN places themin the top two bands of achievement.

In Year 7 the percentage of students in the top twobands were; Reading–0%, Writing–3.6%,Numeracy–8.3%.

In Year 9 the percentage of students in the top twobands were; Reading–2.2%, Writing–0%,Numeracy–4.4%.


Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).

The published results indicate that the school objectiveto move student results into the higher bands ofachievement is yet to be demonstrated clearly acrossall subjects offered at the school in Stage 6. ImprovingHigher School Certificate results is an improvementmeasure in the School Plan (2018–2020) and staff willreceive professional learning in 2018 on how to betterutilise the NESA N–Warning letter system to supportstudents and their families make more proactivechoices in their preparation and application throughoutStage 6.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek opinions ofparents/caregivers, students, teachers and communitymembers about the school. The opinions of thesestakeholders were sought through the followingmethods;

Interviews conducted with members of the schoolcommunity including staff, students andparents/caregivers and community members.

Discussion forums at Parent and Citizens meetings.

Individualised focus groups scheduled to gain feedbackfrom key stakeholders.

The school had students complete the Tell Them FromMe Survey One Their responses are presented below.

Staff and parent/caregivers participated in the TTFMstaff and Parent/Caregiver questionnaire for the firsttime in 2017.

The ongoing combination of subject selection night withreport distribution and parent/teacher meetings saw ahigh amount of parent/caregiver engagement with theschool. Parents/caregivers reported a high level ofsatisfaction with the detailed amount of feedbackprovided to them at these events about the progress oftheir son.

All families who attended individual subject selectionmeetings for Year 10 into Year 11 reported satisfactionwith the detail staff went into in discussing the most


appropriate subject choices for their sons, NESArequirements and possible further educationopportunities.

Our well attended Parent and Citizens meetingscontributed to the formulation of the new strategicdirections of the School Plan (2018–2020) andsupported events that built upon student learning andwellbeing. This was emphasised during EducationWeek where parents/caregivers participated asstudents in a series of lessons and were able to seefirst hand the excellent teaching that occurs atPunchbowl Boys’ High School.

Staff feedback on Professional Learning activitiescontinued to express a high degree of satisfaction

The TTFM student surveys continue to reflect ourstudents feel a high degree of belonging at school.Data from the survey also indicated students value thepositive interactions between teachers and studentsand feel the criteria for success at Punchbowl Boys’High School is clearly communicated. An area that theschool will seek to address in 2018 is that of positiverelationships between peers. This indicator was belowthe NSW DoE average and will be addressed throughthe development of targeted wellbeing lessons for eachYear group using the framework of the ‘Empower Me!’Pro–social skills program.

The initial TTFM Teacher survey indicated that staffwere supportive of the direction the learning culture ofthe school was heading in but wished to fosterincreased collaboration between teaching faculties.This desire for consistent delivery of common contentwill be explored throughout 2018.

The initial TTFM parent/caregiver survey reveals thestrong level of educational aspiration among our schoolcommunity and their willingness to support the learningof their son(s). The survey also indicatedparents/caregivers want communication with the schoolto occur over a wider variety of mediums. Options todeliver on this need were explored in late 2017 with thecreation of a Facebook and Twitter page and aSkoolbag App for the school.

Policy requirements

Aboriginal education

Indigenous students were supported through thePersonalised Learning and Support Plan process todevelop short and long term learning goals with their

progress monitored by staff within the Teaching andLearning faculty. All subject areas incorporatedAboriginal perspectives into their teaching and learningprograms with particular emphasis been placed onincreasing the number of texts studied that are writtenfrom, or contain an indigenous perspective.

The Student Representative Council worked withrepresentatives of the local Aboriginal community tocreate an Acknowledgement of Country unique toPunchbowl Boys’ High School. This statement ofrespect and empathy will be read at all formalassemblies and displayed throughout the school as avisible sign of our commitment to reconciliation.Students also participated in structured learningactivities on ‘Close the Gap Day’ and throughoutNAIDOC WEEK. The school will look to extendstudents’ understanding of Aboriginal and Torres StraitIslander cultures through increasing participation inannual events significant to Indigenous Australians.

Multicultural and anti-racism education

The school promotes cultural diversity across allteaching and learning activities that occur across theschool community. The school participates in programsto increase intercultural understanding and communityharmony by addressing the specific needs of studentsand families from culturally diverse backgrounds.Multicultural education is embedded across all keylearning areas within teaching and learning programs.This allows our students to develop the understandingthey require to become strong Australian and globalcitizens. A significant program that occurred at theschool in 2017 was ‘Together for Humanity’. Theprogram engaged students in both Stage 4 and Stage 5in discussions around cultural inclusivity andacceptance.

The program also included a visit by students ofPunchbowl Boys’ High School to other secondaryschool settings to promote cross cultural understandingthrough fostering conversation between students fromvarious cultural backgrounds. Representatives from‘Together for Humanity’ also provided training to staffon strategies that can be used in the classroom topromote discussion of cultural acceptance.

Staff at Punchbowl Boys’ High School shared anongoing commitment to reducing racial discrimination ofany form and actively took responsibility for theirobligations under the Anti–Racism Policy, NSW anti–


discrimination act and Commonwealth Anti–Racismlaws. In 2017 many teaching and learning programs,particularly within the English and HSIE faculties,examined the debilitating effects of racism onindividuals and communities. Additionally, whole schoolevents like the annual Iftar community dinner andChristmas celebration explicitly modelled to studentsthe values of inclusiveness and acceptance.

Other school programs

The school made a conscious decision in 2017 toincrease the number of programs offered at the schoolfor students to explore different ways of learning andalso to enhance the excellent work staff at PunchbowlBoys’ High School provide in supporting studentacademic and wellbeing development. The school ran361 programs and excursions during the year. Thisrepresented an 825% increase on the number ofopportunities offered to students in 2016. Severalprograms of significant value were;

Musical Performance– The contemporary school band‘320’ again took to the stage in the annual Youthrockbattle of the bands competition. Their engagingcombination of rock, soul, funk and gospel had thecapacity crowd at both the semi final and the state finalon their feet. A top five placing saw the band memberstake home the prize of an opportunity to professionallyrecord several of their original compositions. Theschool also provided the opportunity for the band torecord four of their pieces. This experience allowedstudents to refine their sound in the studio and pushedthe group to new heights in their live performances atschool and community events.

SRC Fundraising– As a school that develops in allstudents the empathy and willingness to be a goodglobal citizen the school places an expectation on themembers of the Student Representative Council to giveback to the local community. In 2017 studentsundertook to raise funds for the Sydney Children’sHospital at Westmead. The first significant event was acake stall supported by generous donations from localbusinesses and the P&C. Students had the opportunityto purchase delicious sweets on the day. The moniesraised at a BBQ held during local council electionsbolstered the funds raised at this event. The efforts toraise a significant donation for the Children’s Hospitalbecame a very personal project for many boys as theywanted to give back to the doctors and nurses whowork hard in supporting many children requiringmedical support.. This was accomplished on JerseyDay. Held to coincide with a visit to the school by theLebanese World Cup Rugby League team studentsdonated money to wear a jersey of their choice toschool and bought raffle tickets to win signed Lebaneseteam merchandise. The three events saw a chequepresented at the annual presentation day for over$2000 to the Children’s Hospital.

Australian Business Community Network– Students inStage 5 were offered the opportunity to apply forscholarships with affiliates of the Australian BusinessCommunity Network after undertaking an introductionto industry experience in the city. Of the students who

applied, two were successful in securing ICT basedscholarships.

Leadership and Communication– A selected group offifteen students participated in a Leadership andCommunication program conducted by facilitator andRugby League legend Wayne Pearce. The programtaught students the vital relationship betweenleadership and communication to improve interactionsbetween people.

Ski Trip– Research clearly outlines the importance ofdeveloping in students resilience to overcomesetbacks, particularly at times of transition. Now in itsseventh year, the Year 11 Ski trip providesopportunities for students to learn how to pickthemselves up after a fall both literally andmetaphorically. Funded with the generous support ofBankstown Sports Club and Jindabyne Sports andRecreation, the six day camp to Jindabyne offersstudents the chance to challenge their limits and forgebonds that will unite them as a cohesive whole in thelead up towards the Higher School Certificate.

Leadership Camp– The school recognises theimportance of developing proactive school leaders. Forthe second consecutive year the school took over 30students to a leadership camp in the Royal NationalPark. There they undertook lessons in stayingmotivated, building consensus and supporting eachother in leading their peers. The camp has contributedto the creation of a strong Student RepresentativeCouncil team in 2018.

PACFEST– Over twenty one students from the schooltook centre stage at the 2017 PACFEST, Sydney’slargest cultural school festival. The group performedfive different cultural dances within their performance.This included an Aboriginal opening, Tongan wardance, Samoan slap dance, Maori farewell songinfused with Lebanese drumming. It was a stunningperformance with the group taking out the bestmulticultural dance of the night. The school would liketo thank the parents and community for supporting theboys to take part in this event. Their time, dedicationand of course musical talent led to an amazingperformance. A huge thank you to the parents whoguided the boys throughout preparations and theperformance.

Western Sydney Wanderers Football Clinics–Throughout 2017 the school participated in threefootball clinics in partnership with the Western SydneyWanderers Football Club. Over 100 students enjoyedsessions that developed their technical skills, discussednutrition and emphasised the importance of training anddiscipline in all aspects of life. Students and membersof the Wanderers squad also engaged in some friendlygames. Many goals were scored and students left withan improved understanding of the importance ofpreparing well to get the result they desire.

Gardening Project–In Semester Two, a group ofstudents initiated a gardening program with the supportof teachers Ms Russell, Mr Floresca and Mr PeterDawe from the Botanic gardens. Students cleaned andweeded the garden area and planted a number of


crops. The school hopes to expand this program overthe next few years. The school thanks the students andstaff that have contributed to the program andBunning’s Greenacre, for supplying a variety of plantsand gardening material.

Canterbury Bankstown Bulldogs Game– Staff took 50students to the Bulldogs versus Parramatta game on aThursday night. It was a wonderful experience for bothstudents and staff. This event was made possiblethrough the support of the CanterburyBankstown Bulldogs Club.

Sydney Writer’s Festival–twelve of our boys visited theSydney Writers’ Festival school day at the RoslynPacker Theatre. The boys were exposed to the writingcraft of successful published authors.

Photo faction– is a literacy based program that wasconducted through the English Faculty in conjunctionwith the Australian Centre of Photography and theSydney Story Factory. Run over two days, theworkshops for fifteen of our Stage 5 boys boosted theirwriting prowess by creating and responding to visualimages. On day one, the boys were challenged byrepresentatives from the Australian Centre ofPhotography to widen their knowledge of visualperspectives by photographing objects and portraitsfrom a myriad of angles. The results were simplymagical. The boys' created six photo stories, whichfeatured six images that could easily be rearranged totell different stories. The photo–stories functioned aswriting prompts to help students start up the creativewriting process with ease. Students at Rooty Hill HighSchool and the staff at Punchbowl Boys' High School,have also used the photo stories as writing prompts.

Sydney Story Factory’s Richard Short ran day two. Heused the images created by students from anotherparticipating high school as writing prompts for ourstudents. The students used various writing techniquesand scaffolds to create their own unique stories, whichthey then recorded as a sound file. The stories andimages are set to be published via A*STAR – an onlinemagazine funded by the University of Sydney.

Premier’s Debating Challenge–The school enteredteams in the Premier’s Debating Challenge in 2017.Throughout the challenge, the boys showed steadyimprovement in their confidence and their capacity toformulate cohesive, evidence–based arguments aroundtopics including social media and gender. The Stage 5team finished the season with a 4–2 record. The boysdebated topics around politics and social media. TheYear 10 team of Micah Papalii– Talanai, YoosufMohamed, Ali Osseili and Jihad El–Achi won all threerounds of their draw, reaching the zone finals.

NAIDOC Week Art Competition– Two of our Year 7students came first and second in the High Schoolsection of the Bankstown NAIDOC Week ArtCompetition. They attended the launch with theirfamilies and received some wonderful prizes.

Barbering Program– Fifteen boys completed TAFENSW Bankstown’s Youth Engagement StrategyBarbering Program. The program is designed to give

students aged 15 and older who are at risk ofdisengaging, a “taste” of different careers. TAFE staffwere highly complementary of the students whoattended with several securing work placementopportunities within the industry.

Stage 5 Positive Thinking Day–Delivered in conjunctionwith the Lebanese Muslim Association. This whole dayprogram engaged students in Years 9 and 10 through aseries of workshops designed to equip students withstrategies to optimise their mental and physicalwellbeing during their adolescent years. Studentparticipants enjoyed all aspects of the day and manyreported to staff that they had independently appliedthe strategies taught during various sessions and hadseen improved performance.

Links to Learning– Occurring throughout 2017, tutorsfrom the Links to Learning program mentored studentsin Stage four and five to build habits that would allowthem to build skills that would aid them in theirtransition through school and into the workforce.

‘Where the Good Men Grow’ Program– Designed anddelivered by Punchbowl Boys’ High School staff. The‘Where the Good Men’ Grow program was developedand implemented to reengage students in school byemphasising the qualities that we want all students topossess and demonstrate when they transition from ourschool. The program, built around collaborativediscussion, provides a space for students to expresstheir concerns about issues in their life and then reflecton potential ways forward. Preliminary data from theprogram indicates participants increased their schoolattendance and engaged in positive learning and socialbehaviours reducing suspension data for a number ofstudents.

Year 12 Study Room–After evaluation of the 2016 HSCresults indicated that many students were not makingadequate use of timetabled study periods whendirected to pursue individualised revision andpreparation, the school undertook the processthroughout 2017 to initiate, resource and supervise aYear 12 Study Room. Operational from the time of theHSC Trial examination period, the room provided aspace for students to compulsorily attend during theirstudy periods. Resourced with course materials, onlineresources and practise tasks the study room isdesigned for students to maximise their study periods.A full review of this new flexible learning space will takeplace in Semester Two of 2018.

Guest Speaker Program– The school sought guestspeakers from many different fields of expertise toengage students in the practical ways they couldrealise the school vision of allowing their goal or dreamto become a reality. Students from all Stage groupsattended the talks and reported that they found thecontent engaging and inspiring. The program willcontinue in 2018.

Who Am I?– Occurring during term 4, the program tooka selected group of Year 10 students and over thecourse of 9 weeks delivered lessons off site on how tobe a positive force for change in the community. Theprogram culminated in a graduation ceremony at New


South Wales Parliament House. It was another excitingopportunity our boys had to build their holistic capacityto be leaders for their peers and within their community.

White Ribbon Day– Several dozen students andaccompanying staff participated in the annualCanterbury–Bankstown White Ribbon Walk in 2017.Students took the oath to be an advocate for Women’sRights and were able to make connections betweensuch a significant community event and the schoolmotto, ‘Facta non Verba’ Deeds not Words.

Stronger Together Pilot Program– Based on theCommunity Awareness of Policing Program (CAPP)model and co–funded by the Department of Justice.This program gave students an insight into modernpolicing with a tour of the Police Armoury anddemonstrations and interactions with officers from theWeapons & DEFTAC Training Unit, Strike ForceRaptor, Traffic & Highway Patrol, the Dog Unit, PublicOrder & Riot Squad, Aviation Support Branch andYouth Command. During the visit by students, policetook the opportunity to dispel myths andmisconceptions about police. Before and after the visitthe boys completed a behavioural survey, whichrevealed a dramatic increase in the respect studentsfelt for members of the NSW police.


Date post:	24-Sep-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

2017 Punchbowl Boys High School Annual Report · 2018. 4. 13. · Introduction The Annual Report...

Documents